Bloom and his colleagues (1956) developed a widely accepted taxonomy (method of classification on differing levels) for cognitive objectives. Classifying Instructional objectives help teachers dictate the selection of instructional methods, media and evaluation used in the lesson. Download presentation in this link: https://drive.google.com/open?id=0B-NSFQQ2b9P2cFFlYVBYQW9PdXM

1. UndertheBloom’sTaxonomy
prepared by: Mr. Ronald Macanip Quileste, M.Ed

2. How do faculty provide the level of
challenge and complexity that their
students' brains require for deep
and lasting learning to take place?
Key Questions

3. Key Questions
How do they construct classroom
activities and environments so that
each student can experience
learning to his/her full potential?

4. WhyShouldTeachersClassifyObjectives?

5. WhyShouldTeachersClassifyObjectives?
Bloomandhiscolleagues(1956)developeda
widelyacceptedtaxonomy(methodof
classificationondiffering levels)for cognitive
objectives.

6. Bloom’sTaxonomy
Bloom’s Taxonomy is significant because it
was the first attempt by educators to identify
what learning is, how it happens, and how it
can be classified.

7. knowledge
comprehension
application
analysis
synthesis
evaluation

8. knowledge
comprehension
application
analysis
synthesis
evaluation
first categories
must be mastered
before the learner can
move on
to the higher
levels of cognition

9. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
Knowledge

10. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
Knowledge
represents the lowest level of
learning outcomes

11. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
Knowledge
represents the lowest level of
learning outcomes
involves remembering or recalling
from specific facts to complete
theories

12. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
Knowledge
represents the lowest level of
learning outcomes
involves remembering or recalling
from specific facts to complete
theories
allthat isrequired isthe bringing to mind
theappropriate information

13. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
Knowledge observation and recall of
information knowledge of
dates, events, places
knowledge of major ideas
mastery of subject matter
represents the lowest level of
learning outcomes
involves remembering or recalling
from specific facts to complete
theories
allthat isrequired isthe bringing to mind
theappropriate information

14. Behavioral verbs to use in
Knowledge level

15. Behavioral verbs to use in
Knowledge level
list define tell describe identify
show label collect examine tabulate
quote arrange duplicate memorize
name order recognize relate recall
repeat reproduce state who when
where etc.

16. knowledge
Objective:
Attheendofthediscussion,thestudentshouldbeableto
nameallthestepsofthescientificprocess.

17. knowledge
Objective:
Attheendofthediscussion,thestudentshouldbeableto
nameallthestepsofthescientificprocess.

18. knowledge
Objective:
Draw the microscope and label the parts.
Be able to enumerate the different
measurement tools.

19. knowledge
Objective:
Student should be able to list the 5 possible
pollution sources risks to water supply.
Enumerate the important events during the
Villalobos and Legazpi Expedition

20. knowledge
Objective:
Natutukoy ang kasingkahulugan ng mga
mahihirap na salita.

21. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
comprehension

22. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
comprehension
involves the ability to grasp meaning
of material

23. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
comprehension
involves the ability to grasp meaning
of material
may be shown by translating material from
one form to another (words or numbers),

24. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
comprehension
involves the ability to grasp meaning
of material
may be shown by translating material from
one form to another (words or numbers),
by interpreting material (explaining or
summarizing),

25. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
comprehension
involves the ability to grasp meaning
of material
may be shown by translating material from
one form to another (words or numbers),
by interpreting material (explaining or
summarizing),
by estimating future trends (predicting
consequences or effects).

26. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
comprehension understanding information,
grasp meaning, translate
knowledge into new context,
interpret facts, compare,
contrast, order, group, infer
causes, predict consequences
involves the ability to grasp meaning
of material
may be shown by translating material from
one form to another (words or numbers),
by interpreting material (explaining or
summarizing),
by estimating future trends (predicting
consequences or effects).

27. Behavioral verbs to use in
comprehension level

28. Behavioral verbs to use in
comprehension level
summarize describe interpret contrast
predict associate distinguish estimate
differentiate discuss extend classify
explain express identify indicate locate
recognize report restate review
select translate etc.

29. comprehension
Objective:
Differentiate between an observation and an
interpretation

30. comprehension
Objective:
Differentiate between an observation and an
interpretation
Classify terms as similar or dissimilar.

31. comprehension
Objective:
Differentiate between an observation and an
interpretation
Classify terms as similar or dissimilar.
Beabletorecognizewhetherthetypeofbondbetween
twoatomsiscovalent,polarcovalentorionic.

32. comprehension
Objective:
State the advantages of using the metric system of
measurement over the British system.

33. comprehension
Objective:
State the advantages of using the metric system of
measurement over the British system.
The student should be able to identify the given
pairs of lines as parallel, perpendicular, and
intersecting.

34. comprehension
Objective:
Nauuri ang mga salita kung ito ay pares minimal,
klaster, ponemang malayang nagpapalitan o
diptonggo.

35. comprehension
Objective:
Nauuri ang mga salita kung ito ay pares minimal,
klaster, ponemang malayang nagpapalitan o
diptonggo.
Nailalarawan ang mga pangunahing tauhan sa ibong
Adarna.

36. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
application

37. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
application
involves the ability to use
learned material in new and
concrete situations

38. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
application
involves the ability to use
learned material in new and
concrete situations
may include the application of
such things as rules, methods,
concepts, principles, laws, and
theories

39. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
application use information,
use methods, concepts,
theories in new
situations, solve
problems, using
required skills or
knowledge
involves the ability to use
learned material in new and
concrete situations
may include the application of
such things as rules, methods,
concepts, principles, laws, and
theories

40. Behavioral verbs to use in
application level

41. Behavioral verbs to use in
application level
apply demonstrate calculate complete
illustrate show solve examine modify
relate change classify experiment
discover choose dramatize employ
interpret operate practice schedule
sketch use write

42. application
Objective:
Convert systems of measurement from one unit
to another using a factor label method.

43. application
Objective:
Convert systems of measurement from one unit
to another using a factor label method.
Demonstrate appropriate safety procedures when
conducting investigations.

44. application
Objective:
Manipulate parts and focus specimens under the
microscope.

45. application
Objective:
Manipulate parts and focus specimens under the
microscope.
Solve and graph inequalities using the multiplication
property of inequality.

46. application
Objective:
Student should be able to give their own example for
each figure of speech.

47. application
Objective:
Student should be able to give their own example for
each figure of speech.
Give an example of a fragment and a sentence.

48. application
Objective:
Nakabubuo ng sariling pangungusap gamit ang mga
pangngalan.

49. application
Objective:
Nakabubuo ng sariling pangungusap gamit ang mga
pangngalan.
Nakapagbibigay ng kahalagahan ng wika sa tao.

50. application
Objective:
State 5 characteristics of a given historical period ...

51. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
analysis
involves the ability to break down material into
its component parts so that its organizational
structure may be understood

52. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
analysis
involves the ability to break down material into
its component parts so that its organizational
structure may be understood
may include the identification of the parts,
analysis of the relationship between parts, and
recognition of the organizational principles
involved

53. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
analysis seeing patterns,
organization of
parts, recognition
of hidden
meanings,
identification of
components
involves the ability to break down material into
its component parts so that its organizational
structure may be understood
may include the identification of the parts,
analysis of the relationship between parts, and
recognition of the organizational principles
involved

54. Behavioral verbs to use in
analysis level

55. Behavioral verbs to use in
analysis level
analyze separate order explain
connect classify arrange divide
compare select explain infer appraise
calculate categorize contrast criticize
differentiate discriminate distinguish
examine experiment question test etc.

56. analysis
Objective:
Use the valence shell electron pair theory to predict
the geometries of given covalent molecules.

57. analysis
Objective:
Use the valence shell electron pair theory to predict
the geometries of given covalent molecules.
Given a presidential speech, the student will be able
to point out the positions that attack a political
opponent personally rather than the opponent’s
political programs.

58. analysis
Objective:
Explain how distinct environments throughout the
world support the life of different types of plants.

59. analysis
Objective:
Explain how distinct environments throughout the
world support the life of different types of plants.
Solve trigonometric equations using the appropriate
method.

60. analysis
Objective:
Students should be able to relate energy and
environmental constraints.

61. analysis
Objective:
Students should be able to relate energy and
environmental constraints.
Given three Philippine short stories in English, the
student should be able to list at most three
distinguishing narrative styles.

62. analysis
Objective:
Relate the Galleon Trade with Globalization

63. analysis
Objective:
Relate the Galleon Trade with Globalization
You should be able to explain the relationship
between solutions of quadratic equations and the
intercepts of the graphs of a parabola.

64. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
synthesis

65. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
synthesis
involves the ability to put parts together
to form a new whole

66. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
synthesis
involves the ability to put parts together
to form a new whole
may involve the production of a unique
communication (theme or speech), a plan
of operations (research proposal), or a
set of abstract relations (scheme for
classifying information)

67. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
synthesis use old ideas to create
new ones, generalize
from given facts, relate
knowledge from several
areas, predict, draw
conclusions
involves the ability to put parts together
to form a new whole
may involve the production of a unique
communication (theme or speech), a plan
of operations (research proposal), or a
set of abstract relations (scheme for
classifying information)

68. Behavioral verbs to use in
synthesis level

69. Behavioral verbs to use in
synthesis level
combine, integrate, modify,
rearrange, substitute, plan, create,
design, invent, what if?, compose,
formulate, prepare, generalize,
rewrite, arrange, assemble, collect,
construct, create, develop, manage,
organize, plan, propose, set up,
write.

70. synthesis
Objective:
Nakabubuo ng islogan tungkol sa pagpapahalaga sa
kalikasan na gamit ang mga pangngalan

71. synthesis
Objective:
Nakabubuo ng islogan tungkol sa pagpapahalaga sa
kalikasan na gamit ang mga pangngalan
Draw, write an essay or poem, or make a collage
depicting life.

72. synthesis
Objective:
Make a community project plan to recycle, re-use
and reduce the use of harmful materials that ruin
the environment

73. synthesis
Objective:
Make a community project plan to recycle, re-use
and reduce the use of harmful materials that ruin
the environment
Write a reflection on how projectile is related to
their own life.

74. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
evaluation

75. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
evaluation
involves the ability to judge the value of
material (statement, novel, poem,
research report) for a given purpose

76. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
evaluation
involves the ability to judge the value of
material (statement, novel, poem,
research report) for a given purpose
the judgments are to be based on definite
criteria

77. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
evaluation
involves the ability to judge the value of
material (statement, novel, poem,
research report) for a given purpose
the judgments are to be based on definite
criteria
may be internal criteria (organization) or
external criteria (relevance to the purpose)
and the student may determine the criteria or
be given them

78. Learning Outcomes Using Bloom’s Taxonomy for the
Cognitive Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
evaluation
compare and discriminate
between ideas, assess value of
theories and presentations,
make choices based on
reasoned argument, verify
value of evidence, recognize
subjectivity
involves the ability to judge the value of
material (statement, novel, poem,
research report) for a given purpose
the judgments are to be based on definite
criteria
may be internal criteria (organization) or
external criteria (relevance to the purpose)
and the student may determine the criteria or
be given them

79. Behavioral verbs to use in
evaluation level

80. Behavioral verbs to use in
evaluation level
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain,
discriminate, support, conclude,
compare, summarize, appraise,
argue, defend estimate, predict,
rate, support, value, evaluate

81. evaluation
Objective:
Evaluate the effects of Spanish imposed policies
on the economic and socio-cultural aspects of
Filipino life.

82. evaluation
Objective:
Evaluate the effects of Spanish imposed policies
on the economic and socio-cultural aspects of
Filipino life.
Construct a generalization on the major causes of
various revolts against the Spanish colonial rule
in the Philippines.

83. evaluation
Objective:
Evaluate the importance of interdependency of living
things for important gases through oxygen-carbon
dioxide cycles.

84. evaluation
Objective:
Evaluate the importance of interdependency of living
things for important gases through oxygen-carbon
dioxide cycles.
Evaluate the information as necessary or
unnecessary for the solution of the problem.

85. tell the level of each
objective
in the bloom’s
taxonomy

100. review

102. Class Task

104. References:
Mager, R. F. (1984). Preparing Instructional Objectives (2nd edition). Lake
Publishing Company: Belmont, California.
Raagas, Ester L . (2010). Assessment and Evaluation of Student Learning:
Concepts and Applications (3rd edition) by Ester L Raagas, ELR
DATStat Analysis Center, Cagayan de Oro City.
http://teaching.uncc.edu/resources/best-practice-articles/goalsobjectives/
objectives-using-bloom
http://www.uams.edu/oed/resources/objectives.asp#abcds
http://www.med.fsu.edu/education/FacultyDevelopment/objectives.asp
http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/multichoic
eexamhandout.html